Generative AI and Classroom Assessment: Insights into Higher Education Practices from Algeria, Poland, and Türkiye

Technological development has led to the increasingly widespread use of Artificial Intelligence (AI) in various areas of life, including education. Particularly in the context of assessment, AI offers great opportunities, but also raises many concerns, as implementing new solutions also requires adequate procedures and tests. AI can be a significant aid, especially in testing, but there is still a lack of research that would allow for a clearer understanding of its potential. This study uses quantitative methodology to check the patterns of usage, reception of GenAI-based tools, and its future in classroom assessment, as well as to evaluate needs in terms of additional support. 131 university lecturers completed the distributed survey. Participants came from Algeria, Poland, and Türkiye. The research findings confirm that university lecturers are engaging with GenAI with different tools in assessment, however, they are limited by many biases and fears. This engagement is clearly impacted by several unrelated systemic and individual factors, such as national and international factors, experience, and attitudes. The results provide important insights into the application of AI tools in the assessment process, to achieve higher efficacy and provide direction for possible curricular modifications.